Sustaining Student Motivation in String Instrument Pedagogy: A Systematic Review of Research (2014–2026)

Abstract

Sustaining student motivation is a central concern in string instrument pedagogy. Although prior reviews have addressed motivation in applied music contexts, no synthesis has focused specifically on the string instrument domain or incorporated the expanded theoretical landscape and empirical evidence base of the past decade. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, this systematic review examined peer-reviewed research published between January 2014 and March 2026. Six databases were searched, yielding 456 initial records; 35 studies were included after screening. Results addressed four major topics: (a) self-determination theory in string contexts, (b) practice motivation, flow, and self-regulated learning, (c) dropout, persistence, and ensemble belonging, and (d) performance anxiety, self-efficacy, and teacher strategies. Self-determination theory emerged as the dominant framework. Autonomy-supportive teaching, parental involvement, ensemble belonging, and growth mindset cultivation were the most robust motivational predictors. Future research should consider additional motivational frameworks, including student engagement perspectives and growth/fixed mindset theory, to further address contextual and student background variables not fully captured by existing studies. Implications for practice and future research are discussed.